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REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT1
Reduce, Reuse Recycle: An Interdisciplinary Kindergarten UnitNicole Battaglia, Thomas Grund, Stephanie Reed
Fairfield UniversityFall 2013
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT2
I: Summary of Unit
A: RationaleThis unit, titled “Reduce, Reuse, Recycle,” integrates content areas with literacy in an effective
and meaningful format for kindergarten students. By focusing on inquiry through handson activities,
interactive readalouds, and introductory experiences to technology, primary students are able to begin
developing a conceptual and applicable understanding of the importance of the “3R’s.” As this unit
focus on applicable, reallife skills, it is doubtlessly a worthwhile topic to include in the kindergarten
curriculum. As multiple components of this unit integrate civic engagement, the students are able to apply
their knowledge of the “3R’s” to their lives, in order to advocate for themselves, others, animals and the
environment.
While this concept is typically not one of the main focuses of the kindergarten science
curriculum, an early introduction and reinforcement of conservation skills at such an early age
encourages students to lead their lives in an ecofriendly manner. In addition, this lesson encourages
students to work beyond the traditional scope of touching on various components of a content area, as
students become deeply involved and immersed in the content through the various activities they
perform throughout the unit. By fostering inquiry skills and scientific processing skills in kindergarten,
these students are prepared for success in various academic endeavors that will implore them to think
critically, analyze and synthesize information, and apply newfound knowledge to a variety of situations.
In addition, reflecting the Jesuit values of Fairfield University, a socially responsible unit fosters an
attitude of working as “men and women for others,” as they learn to think not only of themselves in this
unit, but what their individual choices lead to in both short and long term ways.
B: GoalsAt the end of this unit, students should…
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT3
a:● Know that the choices humans and other species in the world make have an impact. In a
general sense, the students will know that our actions have consequences for the environment.● Know that manmade and natural things interact, leading to either proactive or detrimental
environmental results.● Know the difference between each of the “Three R’s,” as well as how they work together.● Know how to implement the “Three R’s” into their daily life.
b:● Understand that the decisions we make on a daily basis lead to the conservation or deprivation
of the environment.● Understand that there are alternative resources and methods present to live a more ecofriendly
lifestyle, and that many of these are simple to incorporate into our daily lives.● Regarding literacy, the students will understand that informational texts provide us with
realworld information that is often applicable and useful in various ways.● Understand that scientists experiment, model and pose solutions to the problems and issues they
face everyday in their work.c:
● Begin living there lives in an ecofriendly format, and will be able to educate and instill thesevalues in others.
● Apply their understanding of conservation to their life, their school, and the environment.● Sift through informational text for details and key information,● Speak knowledgeably on specific topics● Become comfortable with working in a collaborative setting.
C: StandardsCCSS.ELALiteracy.SL.K.1 Participate in collaborative conversations with diverse partners aboutkindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELALiteracy.RL.K.4 Ask and answer questions about unknown words in a text.
CCSS.ELALiteracy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELALiteracy.L.K.6 Use words and phrases acquired through conversations, reading and beingread to, and responding to texts.
CCSS.ELALiteracy.RI.K.1 With prompting and support, ask and answer questions about key detailsin a text.
CCSS.ELALiteracy.RI.K.3 With prompting and support, describe the connection between two
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT4
individuals, events, ideas, or pieces of information in a text.
CCSS.ELALiteracy.RI.K.10 Actively engage in group reading activities with purpose andunderstanding.
CCSS.ELALiteracy.W.K.7 Participate in shared research and writing projects (e.g., explore a numberof books by a favorite author and express opinions about them).
CCSS.ELALiteracy.W.K.8 With guidance and support from adults, recall information fromexperiences or gather information from provided sources to answer a question.
NGSS.KESS33. Communicate solutions that will reduce the impact of humans on the land, water, air,and/or other living things in the local environment.* [Clarification Statement: Examples of human impacton the land could include cutting trees to produce paper and using resources to produce bottles.Examples of solutions could include reusing paper and recycling cans and bottles.]
NGSS.ESS3.C: Human Impacts on Earth Systems
● Things that people do to live comfortably can affect the world around them. But they can makechoices that reduce their impacts on the land, water, air, and other living things. (KESS33)
NGSS.ETS1.B: Developing Possible Solutions
Designs can be conveyed through sketches, drawings, or physical models. These representations areuseful in communicating ideas for a problem’s solutions to other people.
NGSS.Systems and System Models
● Systems in the natural and designed world have parts that work together.(KESS22),(KESS31)
CT Social Studies Framework K.1.5.9 Discuss how people’s actions affect the environment (e.g. whywe recycle or use energy).
CT Social Studies Framework K.3.3.3 Apply appropriate historical, geographic, political, economicand cultural concepts and methods in proposing and evaluating solutions to contemporary problems.
Solve conflicts and classroom issues using appropriate strategies.
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT5
D: Pacinga. This unit is anticipated to require approximately ten hours of science instruction. While the unit issubdivided into ten onehour sessions over the course of ten days, it can be subdivided into twentythirtyminute sessions, or even further split by integrating relevant components into the literacy block. Asmost public schools currently do not allocate a large amount of time to science instruction, the proposedtimespan is an ideal, not a requirement. Realistically, such a unit would more likely be broken down intothirtyminute sessions over the course of twenty instructional days, or approximately one month ofschool.b. The following timespan and order is recommended for this unit:Duration: Two weeks with one hour each day of sciencei. Days 13 (or days 16): Reduceii. Days 46: (or days 712) Reuseiii. Days 69 (or days 1318): Recycleiv. Day 10 (or days 1920): Summative Assessment
II: Scope and Sequence
A: Concept MapIn order to make this unit logical and powerful, the unit has been subdivided into three content areas,which each follow a similar progression. Approximately onethird of the unit is allocated to each one ofthe “3R’s.” Within each of these threeday blocks, each day focuses on either literacy, handsonscientific activities or social studies via a focus on civic engagement. By focusing specifically on eachconcept for a specific amount of time, students will not be overwhelmed with information, and will beable to focus on specific skills within each component of the unit. In order to make the unitinterdisciplinary and timeefficient, the subdivision of each of the “R’s,” allows the instructor to integratethe unit into literacy and social studies instruction, as the unit also aligns with the Common Core StateStandards, Next Generation Science Standards, and Connecticut Social Studies Framework. Thisformat allows the instructor flexibility and multiple opportunities to integrate the unit into any course ofstudy.
B: Daily OutlineDays 13: Focus on “Reduce”
Day 1Objective: Students will begin to understand the significance of reducing, reusing and recycling,specifically focusing on reducing.
Key Terms: reduce, reuse, recycle, “going green,” recycling center
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT6
Engage (10 minutes): To introduce students to the “3R’s,” the teacher will engage the students with arelatable readaloud of Miss Fox’s Class Goes Green, by Eileen Spinelli. This narrative incorporatesinformational content, allowing the students to see the 3R’s in the context of the classroom.
Explain (15 minutes): Following an initial readaloud, the teacher will go back through the story withstudents, asking them to identify the things the students and teacher do to reduce, reuse, and recycle. Inaddition, the teacher will point out some of the things that may or may not be done.
Explore (35 minutes): Following the reading and rereading, the students will be asked to go around theclassroom, looking for ways that their classroom reduces, reuses and recycles. Following their searcharound the classroom, the students will share their discoveries with the instructor as h/she creates ananchor chart for the classroom.
Student’s Tasks/activities:● The students will first listen to a reading, being encouraged to share any thoughts or opinions
about the text.● During the rereading, the students will answer questions about the text, being prompted to use
details and retell.● Finally, the students will be encouraged to use their newfound knowledge from the text to
determine the use of the 3R’s in their classroom
Teacher’s guiding/discussion questions:● Has anyone ever heard the words reduce, reuse or recycle?● How do the student’s in Miss Fox’s class reduce/reuse/recycle?● Do we do any of the things Miss Fox’s class does?● Do you do anything at home to reduce, reuse or recycle?
Materials:Book: Miss Fox’s Class Goes Green, by Eileen Spinellianchor chart papermarkers
Day 2:Objective: Students will understand the importance of reducing, focusing on energy. The students willcreate pinwheels to investigate if the wind makes energy.
Key Terms: reduce, renewable energy, wind energy, pinwheel/windmill,
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT7
Engage (5 minutes): Use the smartboard to display a “Bill Nye the Science Guy” clip(https://www.youtube.com/watch?v=grI3BDSGEC4) about renewable energy sources. This clip willintroduce students to the concept of renewable energy, shifting the day’s focus to how society canreduce.
Explain (5 minutes): Going into deeper detail, the teacher will introduce the text Young DiscoverersPollution and Waste (Environmental Facts and Experiments), by Rosie Harlow and Sally Morgan.The teacher will read pages 1012. This will help substantiate the information Bill Nye introduced to theclass, as well as segway into the main activity of the day.
Elaborate (50 minutes): Using the art supplies listed below, students will create pinwheels. Uponcompletion, the class will go outside and investigate whether or not the wind creates energy. (Evaluate)After the investigation, the class will go inside and discuss whether or not society could use the wind toreplace other forms of energy.Homework:* For Homework, the students will be asked to talk to their parents, family and friends about all thethings they have learned about reducing at home and at school. This assignment will activate backgroundknowledge in the students, ensuring that the proceeding day's formative assessment will be successful.
Student’s Tasks/activities:● Students will watch the youtube clip.● Students will participate in a shared reading of pages 1012.● Students will create their own pinwheels*● Students will determine if the wind creates energy, and whether or not this energy is a suitable
alternative.
Teacher’s guiding/discussion questions:● Have you ever been to the gas station with your parents? What makes cars move?● Is using gas good for the world, people and animals?● Does the wind make things move?● Could we use the wind to replace gas?● How can we reduce how much energy we use?
Materials:Link to youtube clip: https://www.youtube.com/watch?v=grI3BDSGEC4Young Discoverers Pollution and Waste (Environmental Facts and Experiments), by RosieHarlow and Sally MorganSmart Board
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT8
PaperPencilsScissorsGluePins
*: The creation of these pinwheels requires the insertion of a pin into the tip of an eraser, which will bedone exclusively by the instructor and a paraprofessional, if available. The students will not receive thepins, and this component of the activity will not pose a safety risk to the students.
Day 3Objective: Students will explore the school to determine if the school is reducing as much as possible,then propose solutions to any issues they identify. The students will submit a group letter to the principalincluding their propositions.
Key Terms: reduce, solution
Engage (5 minutes): To get the students excited about the day’s activity, the teacher will begin aconversation about all the ways they have learned to reduce in school and at home. This discussion willactivate all schema surrounding the subject.
Evaluate (30 minutes): The students will visit each classroom and see if they are reducing as much aspossible. The students will look for things already being done and things that could be done. This activityserves as a formative assessment, as the instructor will determine if the students are observing all theways classrooms can reduce. The instructor may carry a spreadsheet with them (names and reductionmethods), in order to determine how many of the methods the students understand.
Explain (25 minutes): In a Language Experience Activity, which will show the children that theirexperiences can be written down, the instructor will transcribe a letter for the students about all the waysthe school can reduce more effectively. Upon completion, the students will sign the bottom of the letterand deliver it to the principal.
Student’s Tasks/activities:● Students will participate in a discussion about reducing, referencing the initial readaloud and all
activities they partook in.● Students will explore the school, looking for all the ways the school does and does not
effectively reduce.● Students will participate in a Language Experience Activity, in order to create a letter to send
to the principal.
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT9
Teacher’s guiding/discussion questions:● What are some of the ways we reduce in school and at home?● Are there ways we can reduce even more?● What kinds of things do other classrooms do to reduce?● What ways can the school reduce even more?
Materials:anchor chart papermarkersMiss Fox’s Class Goes Green, by Eileen Spinelli
Days 46: Focus on “Reuse”
Day 4
Objective: Students will begin to understand the importance of purchasing reusable materials as well asways to reuse disposable household materials instead of throwing them away.Key Terms: reuse, disposable, donate
Engage (10 minutes): To introduce students to the concept of reusing, the teacher will engage thestudents with a relatable readaloud of Don’t Throw That Away!, by Little Green Books. This narrativeincorporates informational content, allowing the students to see creative ways in which everydayhousehold items can be reused instead of thrown away.
Explain (20 minutes): Following an initial readaloud, the teacher will go back through the story withstudents, asking them to identify the things main character creates with reusable material. The teacherwill also introduce and discuss the concept of purchasing reusable materials in lieu of disposablematerials and why that is beneficial to the environment. Finally, the teacher will discuss the possibilityand importance of donating clothing or gently used household items.
Explore (30 minutes): Following the reading and discussion, the teacher will present the students with avariety of everyday household materials, and the students will discuss creative ways in which that itemcan be reused, whether that item could be donated or sold, and whether it is possible to purchase areusable version of that disposable item.
Student’s Tasks/activities:● The students will first listen to a reading, being encouraged to share any thoughts oropinions about the text.
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT10
● During the discussion, the students will answer questions about the text, being promptedto use details and retell.● Finally, the students will be encouraged to use their newfound knowledge from the textto determine ways to reuse everyday household items instead of throwing them away.
Teacher’s guiding/discussion questions:● Do you do anything at home to reuse?● What disposable items can you replace with a nondisposable version in order to eliminate it from thetrash completely?● Does your family ever donate anything to charity? If so, what sort of items do you donate? In whatways is this beneficial?● Have you ever had a yard sale, or purchased items from a yard sale? In what ways are yard salesuseful?● Do we reuse anything in this classroom? How can we reuse classroom items so that they don’t haveto be thrown away?
Materials: Book: Don’t Throw That Away!, by Little Green Books anchor chart paper markers everyday household items (plastic bag, brown paper bag, paper, aluminum can, water bottle, clothing,etc. )
Day 5Objective: Students will understand the importance of composting as nature’s way of reusing foodscraps as a way to help plants grow. Students will be able to identify foods that can and cannot becomposted as well as why it is important for neighborhoods and cities to have compost piles.
Key Terms: composting, compost pile, earthworm, fertilizer
Engage (10 minutes): To introduce students to the concept of composting, the teacher will engage thestudents with a relatable readaloud of Compost Stew, by Mary McKenna Siddals. This narrativeincorporates informational content, allowing the students to see what a compost pile is and what itemsyou can compost.
Explain (25 minutes): Following an initial readaloud, the teacher will go back through the story withstudents, asking them to identify some of the items that the main character uses in her “compost stew”.The teacher will introduce and explain the process and end result of composting as well as the role thatearthworms play in the natural process of breaking down food scraps and turning that into fertilizer for
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT11
plants. Finally, the teacher will discuss the benefits of having a compost pile and the steps that wouldneed to be taken in order to make composting in their school as well as at home a reality.
Explore (25 minutes): Using the Smart Board, the teacher will display and discuss the informationpresented on the webpage “Worm Deli: Cooking Up Tasty Meals for Herman and his Friends”, whichdiscusses the foods that can and cannot be eaten by earthworms. Students will then participate in theinteractive “Worm Deli” Internet activity provided in which students choose, between two foodspresented, which one Herman the earthworm can eat, as well as what size chunks of food earthwormscan digest.
Student’s Tasks/activities:● The students will first listen to a reading, being encouraged to share any thoughts oropinions about the text.● During the discussion, the students will answer questions about the text, being promptedto use details and retell.● Students will participate in the interactive Internet activity “Worm Deli”
Teacher’s guiding/discussion questions:● Have you ever heard of composting or a compost pile?● What items go into a compost pile?● What role do earthworms play in composting?● Why is composting so important?● How can we implement a compost pile at school and at home? What are the steps we would need totake?
Materials: Compost Stew, by Mary McKenna Siddals Links to webpage: http://urbanext.illinois.edu/worms/wormdeli/index.html andhttp://urbanext.illinois.edu/worms/wormdeli/wormdeli.html Smart Board
Day 6Objective: Students will investigate the contents of their lunch that remains after they have eaten, anddetermine what they can do with their remains in lieu of throwing them in the trash. The students will dothis by completing a modified version of the worksheet The Three R’s Plus One as a formativeassessment.Key Terms: reduce, reuse, recycle, compost
Engage (10 minutes): To get the students excited about the day’s activity, the teacher will begin a
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT12
conversation about all the ways they have learned to reduce, reuse, recycle, and compost in school andat home. This activity will occur immediately or shortly after the students eat their lunch, and will requirethat all students to do not throw away anything leftover from their lunch.
Evaluate (35 minutes): The students will individually examine all of the items that are left after they havefinished eating their lunch. Each student will complete a worksheet in which they draw each itemremaining from their own lunch and indicate whether each item can be reduced, reused, recycled,composted, or must be thrown away. The students will be instructed to notify the teacher when theyhave completed this step to insure understanding before they continue.
Elaborate (25 minutes): Students will be instructed to individually circle one item from their lunch thatthey classified as able to be reused. On the back of the worksheet the just completed, students willillustrate a creative way that they would be able to reuse the item that they have selected, making sure tolabel their drawing to the best of their abilities.
Student’s Tasks/activities:● Students will participate in a discussion about reusing, referencing the two books that were read aloudand all activities they partook in.● Students will investigate the remains of their lunch and complete a worksheet, determining whetherthese remaining items could be reduced, reused, recycled, composted, or must be thrown in the trash.● Students will illustrate and label a creative way in which they could potentially reuse one of the itemsthat is remaining from their lunch.
Teacher’s guiding/discussion questions:● What are some of the ways we reuse in school and at home?● Are there ways we can reuse even more?
Materials: all leftover items from each students lunch that day modified The Three Rs Plus One worksheet pencils and crayons
The Three R’s Plus One
Directions: Draw each item that you have on your desk as a leftover from lunch. Could you reduce,
reuse, recycle, or compost it, or must it be thrown away? Place a checkmark in the correct column(s)
below. (Don’t forget to include ALL items, such as your lunch box, containers, packaging, and leftover
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT13
food!). Then, circle one item of your choice that you have classified as able to be reused. Raise your
hand when you are finished with this side of the worksheet.
Item Reduce Reuse Recycle Compost Trash
Directions: In the space below, draw one way that you could reuse the item that you have chosen.
Be creative!!! Label your drawing and color it in neatly.
Days 79: Focus on “Recycle”
Day 7Objective: The students will be introduced the recycling symbol and recycling can, and will learn aboutthe importance of recycling for their environment.
Key Terms: recycling can, recycling symbol, environment
Engage (10 minutes): Before reading, the teacher will show the students the recycling symbol and ask ifthey have ever seen it before. The students will “turn and talk” with their neighbor discussing thesignificance of the recycling symbol.
Explain (25 minutes): The teachers will readaloud “Michael Recycle.” The teacher will ask guidingquestions throughout the story in order to understand the importance for recycling for their environment.
Elaborate (25 minutes): After reading the story, will explain why recycling is important for ourenvironment using examples from Michael Recycle and other superheroes in the story. The teacher willshow the students the recycling can in the class and explain why we use it and where those particularitems go. The teacher will ask a student to put the recycling sign on the wall above the recycling can to
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT14
show where the students recycle. The students will go back to their seats and color their own recyclingsign to bring home.
Student’s Tasks/Activities:∙ Students will identify the importance of recycling.∙ Students will comprehend the importance of recycling for their environment.∙ Students will learn the significance and usage of the recycling can.∙ Students will color their own recycling symbol to enforce recycling in their own homes.
Teacher’s guiding/ discussion questions:∙ How does recycling protect our environment?∙ What does it mean to recycle?∙ What do you think are some ways we can recycle in the classroom or at home?∙ Why is it important to recycle?∙ What is the lesson the author is trying to teach in “Michael Recycle?”∙ Why was Michael Recycle considered a superhero?
Materials:∙ Large laminated recycling symbol∙ Recycling can∙ Book: “Michael Recycle” by Ellie Bethel∙ Recycling symbol coloring sheets
Day 8Objective: The students will learn what it means to recycle and what items we recycle.Key Terms: paper, plastic, recycle, environment
Engage (10 minutes): The students will watch a short YouTube clip about why it is important to recycleand what items are recyclable. http://www.youtube.com/watch?v=heskCHYADQAfter, the students will “turn and talk” with a neighbor discussing what items we can recycle.
Explore (35 minutes): The teacher will read “Recycle Everyday” by Nancy Elizabeth. The students willlisten closely about the different ideas Minna comes up to make her calendar for the CommunityRecycling Calendar Contest using recyclable items. The students will notice how the illustrations aredifferent made of recyclable paper and other items. After reading, the teacher will ask the students tothink about different items that we can and cannot recycle in our classroom. The teacher will make ananchor chart as the students share their ideas. The teacher will write the items and draw a picture so thestudents can understand. After brainstorming the items, the teacher will put the anchor chart above therecycling can and garbage can so the students know what can and cannot be recycled when they throw
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT15
away their trash.
Elaborate (15 minutes): The students will complete a recycling coloring match at their tables. They willneed to color all of the items that can be recycled.
Student’s Tasks/Activities:∙ The students will watch a YouTube clip and discuss with a partner the different items we canrecycle.∙ The students will brainstorm and share items that can and cannot be recycled in class.∙ The students will complete a recycle coloring match to assess the students’ knowledge about whatitems can be recycled.Teacher’s guiding/ discussion questions:∙ Why is it important to recycle?∙ What is considered recyclable?∙ What were different ways Minna and her family recycled?∙ What items in the classroom are recyclable and not recyclable?
Materials:∙ YouTube clip http://www.youtube.com/watch?v=heskCHYADQ∙ Book: “Recycle Everyday!” by Nancy Elizabeth∙ Chart Paper∙ Marker∙ Recycling color match
Day 9Objective: The students will be able to apply what they have learned about recycling in handsonactivities during science centers.
Key Terms: recycle, environment
Students will have 1520 minutes at each center.
Engage (15 minutes):1) At this center, students will be allowed to play games on the computer that involve recycling.∙ Michael Recycle Game: http://smagu.com/freegames/actiongames/playmichaelgorecyclegame(low group)∙ Recycle Roundup: http://kids.nationalgeographic.com/kids/games/actiongames/recycleroundup/(medium group)∙ KungFu Trash Master:
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT16
http://kids.nationalgeographic.com/kids/games/iggygames/kungfutrashmaster (high group)2) At this center, students will create their own environmental superhero that encourages looking afterthe environment, just like Michael Recycle.
Elaborate (15 minutes):3) At this center, students will use recyclable milk cartoons from school and use them as pots and plantsseeds with help from the teacher.
Explain (15 minutes):4) At this center, students will sort pictures of items that can and cannot be recycled.
Student’s Tasks/Activities:∙ Students will plant seeds in recyclable milk cartoons from school.∙ Students will create and design their own environmental superhero.∙ Students will sort pictures of items that can and cannot be recycled.∙ Students will play computer games that require the skill and knowledge of recycling.Teacher’s guiding/ discussion questions:∙ What items can be recycled and what items cannot not recycled?∙ What can make out of recyclable items found in the classroom?∙ Why is it important to recycle for our environment?∙ How can we recycle?Materials:∙ Computers∙ Recycle computer game links∙ Coloring supplies∙ Recycled school milk cartoons∙ Plant seeds∙ Soil∙ Pictures of recyclable and nonrecyclable items∙ Color construction paper∙ Scissors∙ Superhero cutouts
Day 10Objective: The students will be able to use and describe the three R’s in a creative writing activity.
Key Terms: reduce, reuse, recycle
Engage (10 minutes):
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT17
The teacher will ask the students to think about the different ways we can reuse, reduce, and recycle inour world and in our classroom. The students will “turn and talk” with a neighbor to discuss the differentways.
Elaborate (10 minutes):The teacher and the students will discuss the different ways they can apply the three R’s in theclassroom and in the world. The teacher will write down the students’ thoughts and ideas on chartpaper.
Evaluate (30 minutes)The students will complete “ My Three R’s Superhero Pledge” encompassing what they have learned inthe unit about reducing, reusing, and recycling. This is an independent activity, which will determine whatthe students’ have learned.
Student’ tasks/activities:● Students will think about how they can reduce, reuse and recycle in our world and in the
classroom.● Students will share their ideas with the class.● Students will complete “My Three R’s Superhero Pledge!” independently.
Teacher’s guiding/discussion questions:● How can we reduce, reuse and recycle in our world?● How can we reduce, reuse and recycle in our classroom?● Why is it important to reduce, reuse, and recycle?
Materials:● Chart paper● Markers● “My Three R’s Superhero Pledge!” assessment
III: Formal Lesson Plan
HandsOn Engagement: Exploring Renewable Energy Resources to Conceptualize thePossibilities Associated with Reducing
Lesson Objectives:Students will…
● Understand that humans use natural resources, and that some uses have detrimental impacts onthe environment.
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT18
NGSS.ESS3.C: Human Impacts on Earth Systems
Things that people do to live comfortably can affect the world around them. But theycan make choices that reduce their impacts on the land, water, air, and other livingthings. (KESS33)
● Create pinwheels to explore the possibility of wind energy as an alternative resource.
NGSS.ETS1.B: Developing Possible Solutions○ Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to otherpeople.
● Partake in a conversation about wind energy and it’s potential as an alternative energy resource.○ CCSS.ELALiteracy.SL.K.1 Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in small and largergroups.
○ CCSS.ELALiteracy.SL.K.6 Speak audibly and express thoughts, feelings, and ideasclearly.
Assessment:● The instructor will assess students through the successful creation of a pinwheel.● The instructor will informally probe students with explicit questioning about energy following the
video clip and shared reading.● The instructor will monitor student participation in the concluding discussion, ensuring that each
student is provided an opportunity to share opinions and reactions.
Key Terms: reduce, renewable energy, wind energy, pinwheel/windmill
Materials● Bill Nye The Science Guy youtube clip: https://www.youtube.com/watch?v=grI3BDSGEC4● Young Discoverers Pollution and Waste (Environmental Facts and Experiments), by
Rosie Harlow and Sally Morgan● Smart Board● Paper● Pencils● Scissors● Glue● Pins
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Instructional Activities One Day Lesson 60 Minute Science Block
Initiation (10minutes)
“Engage:” Using the smartboard to display a “Bill Nye the Science Guy Clip,” thestudents will be introduced to the concept of alternative, renewable energyresources, as well as the concept that humans impact the world around them.“Explain:” Next, the instructor will provide more details about this conceptthrough the shared reading of pages 1012 of the Pollution and Wasteinformational text. This shared reading will also be a segue to the handsonactivity.
Development(40 minutes)
“Elaborate:” Following a discussion during the shared reading, the instructor willintroduce a model pinwheel as one of the mentioned energy resources. Theteacher will provide paper, glue and safety scissors to the students and explicitlymodel how to create the pinwheel.As a safety precaution, the instructor will put the pins inside the pinwheels.Next, the students will go outside with their pinwheels and determine whether ornot the wind creates energy.
Closure (10minutes)
“Evaluate:” The instructor will facilitate a conversation about renewable resourceswith the students. Depending on the wind that day, the conversation can eitherreveal the benefits of wind energy, or focus more specifically on one of thechallenges of this renewable resource. Each student will participate in theconversation, and the class will come to a consensus regarding the use of windenergy.
Individualized Instruction/ Support for Diverse Learners● For any ELL students in the classroom, the instructor will introduce and review flashcards with
visuals, in order to enhance their comprehension of terms and expressions, such as“windmill/pinwheel,” and “wind energy.”
● For students lacking fine motor skills or for students with sensory issues, the instructor or aparaprofessional may provide further support and assistance during the creating of the pinwheel.
IV: AssessmentA: The teacher will determine if the students have achieved the learning objectives for the unit throughdifferent types of assessments, which will measure the mastery of the lesson. There is one summativeassessment at the end of the unit, which the students will apply what they have learned throughout theunit. There are two formative assessments that are activities, which will determine if the studentsunderstand the material.
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT20
B: There are 3 assessments total, 1 summative assessment and 2 formative assessments.a) The summative assessment is “My Three R’s Superhero Pledge!” taken from the PicturePerfect Science book. The summative assessment will be completed independently on the finalday of the unit. In order to master this assessment, students will need to know all the maincomponents of reduce, reuse, and recycle. They will need to know how to use each of thesecomponents in our environment.
b) The are two formative assessments, which will determine the students’ strengths andweaknesses of the material. The first formative assessment is done on day 3, which willdetermine if the students are observing the different ways the classrooms can reduce. They willvisit each classroom and see if they are reducing as much as possible. The students will look forthings that are already being reduced and come up with other ways things can be reduced in theclassrooms. The second assessment is performed on day 6, which will test their knowledge ofreducing, reusing, recycling, and composting. The students will individually examine all of theitems left after eating their lunch. Then, they will complete a worksheet, drawing each item anddetermining whether each items can be reduced, reused, recycled, composted, or thrown away.
c: Assessment SamplesFormative Assessment:
The Three R’s Plus One
Directions: Draw each item that you have on your desk as a leftover from lunch. Could you reduce,
reuse, recycle, or compost it, or must it be thrown away? Place a checkmark in the correct column(s)
below. (Don’t forget to include ALL items, such as your lunch box, containers, packaging, and leftover
food!). Then, circle one item of your choice that you have classified as able to be reused. Raise your
hand when you are finished with this side of the worksheet.
Item Reduce Reuse Recycle Compost Trash
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT21
Directions: In the space below, draw one way that you could reuse the item that you have chosen.
Be creative!!! Label your drawing and color it in neatly.
Summative Assessment: See attached “Superhero Pledge” activity.
V: Instructional DifferentiationThere are a variety of ways in which the activities in this unit can be differentiated for students
who need more support as well as students who are ready for more of a challenge. In terms of “gearingup” for our formal lesson: Exploring Renewable Energy Resources to Conceptualize the PossibilitiesAssociated with Reducing, the students who complete their pinwheel with ease can be instructed todraw an illustration on each paper strip of their pinwheel depicting the different ways that windmills canbe used in the real world to generate and provide energy. In terms of “gearing down” for this lesson,the students who are having trouble manipulating the materials and creating the actual pinwheel can begiven a pinwheel in which some of the pieces are already assembled for them, reducing the steps in theprocess that may cause them to struggle unnecessarily.
In the lesson in which students examine their own lunches to complete the Three R’s Plus Oneactivity sheet, the lesson can be “geared up” for the students who can handle a more independent andtactile activity. These students can be challenged to actually create a new item from one of their leftoverlunch items that they had classified on their sheet as able to be reused, creatively utilizing the classroomitems available paper, pencils, crayons, markers, glue, etc. For the students who are struggling andneed more support, this lesson can be “geared down” by requiring these students to choose only a fewof their leftover lunch items to include in their chart, rather than requiring them to examine all of theirleftover items. This will make the workload for these students more manageable and allow for them toaccomplish this activity successfully without feeling overwhelmed.
VI: Resources
Bethel, Ellie: Michael Recyclehttp://www.amazon.com/MichaelRecycleEllieBethel/dp/1600102247
Bill Nye The Science Guy cliphttps://www.youtube.com/watch?v=grI3BDSGEC4
Disney Education: Safety Smart Science With Bill Nye The Science Guy: Renewable EnergyPREVIEW. Jul 16, 2012. 3:08https://www.youtube.com/watch?v=grI3BDSGEC4
REDUCE, REUSE, RECYCLE: AN INTERDISCIPLINARY KINDERGARTEN UNIT22
Harlow, Rosie and Morgan, Sally: Young Discoverers Pollution and Waste (Environmental Factsand Experiments)http://www.amazon.com/YoungDiscoverersPollutionEnvironmentalExperiments/dp/0753455056/ref=pd_sim_sbs_b_1
KungFu Trash Master: http://kids.nationalgeographic.com/kids/games/iggygames/kungfutrashmaster
Little Green Books: Don’t Throw That Away!http://www.amazon.com/DontThrowThatLiftFlap/dp/1416975179/ref=sr_1_1?s=books&ie=UTF8&qid=1384987210&sr=11&keywords=dont+throw+that+away
Michael Recycle Game: http://smagu.com/freegames/actiongames/playmichaelgorecyclegame
Morgan, Emily & Ansberry Karen: PicturePerfect Science Lessons K5
Siddals, Mary M: Compost Stewhttp://www.amazon.com/CompostStewMaryMcKennaSiddals/dp/1582463166/ref=sr_1_1?s=books&ie=UTF8&qid=1384987234&sr=11&keywords=compost+stew
Spinelli, Eileen: Miss Fox’s Class Goes Green http://www.scholastic.com/teachers/book/missfoxsclassgoesgreen
Recycle Roundup: http://kids.nationalgeographic.com/kids/games/actiongames/recycleroundup/
Worm Deli:http://urbanext.illinois.edu/worms/wormdeli/index.htmlhttp://urbanext.illinois.edu/worms/wormdeli/wormdeli.html
![Reduce Reuse Recycle[1]](https://img.pdfslide.us/doc/110x75/5528136655034684588b464f/reduce-reuse-recycle1.jpg)
